scholarly journals “It's important, but I'm not going to keep doing it!”: Perceived purposes, learning outcomes, and value of pre-service teacher research among educators and pre-service teachers

2019 ◽  
Vol 86 ◽  
pp. 102868 ◽  
Author(s):  
Lidewij van Katwijk ◽  
Amanda Berry ◽  
Ellen Jansen ◽  
Klaas van Veen
Keyword(s):  
Learning Outcomes ◽  
Teacher Research ◽  
Pre Service Teacher

scholarly journals TRAINING NATURAL SCIENCE EDUCATION STUDENTS AS A PRE-SERVICE TEACHER IN CONSTRUCTING ASSESSMENT INSTRUMENTS OF COGNITIVE DOMAIN THROUGH CONSTRUCTIVIST CLASSROOM

2021 ◽  
Vol 6 (1) ◽  
pp. 1
Author(s):  
Qurrotul Anfa
Keyword(s):  
College Students ◽  
Science Education ◽  
Learning Outcomes ◽  
Natural Science ◽  
Cognitive Domain ◽  
Assessment Instruments ◽  
Education Students ◽  
Criterion Referenced ◽  
Natural Science Education ◽  
Pre Service Teacher

This research aimed at training science education students as a pre-service teacher in constructing assessment instruments of cognitive domain through constructivist classroom. The modification of constructivist classroom in material of cognitive domain test assessment procedures was developed by researcher. The subject of this research were 22 college students semester V of natural science education students at STKIP Modern Ngawi. The research used pre-experimental design with one-shot case study design. The instruments used for analyzing the competences in constructing assessment instruments of cognitive domain was by students learning outcomes completeness sheet. The college students will be said to be complete their competences if they sufficient Criterion Referenced Evaluation specifically more than equal to 75%. Empirically, the result of this research according to the completeness of student learning outcomes as a whole was 85.50% or in a very valid category. It means that natural science education students can construct well assessment instruments of cognitive domain trough constructivist classroom. 

scholarly journals The influence of active involvement on learning outcomes of physics pre-service teachers: A case study of blended learning on statistics course

2020 ◽  
pp. 30-37
Author(s):  
Andista Candra Yusro ◽  
Mislan Sasono ◽  
Gilang Primayoga
Keyword(s):  
Blended Learning ◽  
Learning Outcomes ◽  
Physics Education ◽  
Correlation Equation ◽  
Education Department ◽  
Learning Session ◽  
Active Involvement ◽  
Statistics Course ◽  
Pre Service Teacher

This research aimed at identifying the influence of active involvement on blended learning for Statistics course on the learning outcomes of Physics pre-service teacher. This research also attempted to depict the benefits and challenges during the implementation of blended learning in the higher education context, particularly the implementation of blended learning for Statistics course among Physics pre-service teachers. The sample of this research was the entire students of Physics education department who attended Statistics course in the Fifth semester. Based on the results of the research, the active involvement of Physics pre-service teachers during blended learning session on Statistics course contributes as much as 56.5%. While the correlation equation obtained was Y= 44.509 + 0.503 X. The average responses of blended learning given by the Physics pre-service teacher on Statistics course was 81.5%. The implementation of blended learning for Statistics course improves the active involvement of Physics pre-service teachers.

Transformational practice: critical teacher research in pre-service teacher education

2015 ◽  
Vol 23 (4) ◽  
pp. 479-496 ◽  
Author(s):  
Katherine Crawford-Garrett ◽  
Stephen Anderson ◽  
Andrew Grayson ◽  
Chrissy Suter
Keyword(s):  
Teacher Education ◽  
Teacher Research ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

scholarly journals Impact of Pre-Service Teachers on P-5 Student Learning: Results of Unit Instructions

2018 ◽  
Vol 18 (2) ◽  
pp. 39-53
Author(s):  
Hsiu-Lien Lu ◽  
Nancy M. Arrington ◽  
Bryan W. Griffin
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Grade Levels ◽  
Teachers Experiences ◽  
Subject Areas ◽  
The Difference ◽  
Normalized Gain ◽  
Pre Service Teacher ◽  
Regression Tests

This quantitative study utilized 1,640 P-5 students’ learning outcomes as a result of unit instructions that pre-service teachers gave to P-5 students in the field. The study investigated the difference in P-5 student learning outcomes after a unit instruction by three practicum course tiers, considering socioeconomic statuses, student grade levels, and subject areas of the content taught by the pre-service teacher. Using normalized gain scores, we used a t test and regression tests to analyze the data. Based on the findings, recommendations for pre-service teacher education include three items: a) to provide differentiated supervision based on pre-service teachers’ experiences and needs, b) to require a proportionate and incremental assignment responding to the amount of pre-service teachers’ experiences and hours in the classroom, and c) to incorporate co-teaching opportunities to facilitate peer learning and support in early field experiences. 

scholarly journals Thinking working scaffolding sharing model to improve natural science competencies for biology pre-service teachers

2019 ◽  
Vol 5 (2) ◽  
Author(s):  
Avia Riza Dwi Kurnia ◽  
Muslimin Ibrahim ◽  
Wahono Widodo
Keyword(s):  
Learning Outcomes ◽  
Natural Science ◽  
Individual Responsibility ◽  
Education Quality ◽  
Mean Values ◽  
The Mean ◽  
Product Assessment ◽  
Quantitative Descriptive ◽  
Future Education ◽  
Pre Service Teacher

Competencies of nowadays biology pre-service teacher is an important key for the future education quality. This article aimed to discuss the effectiveness of Thinking Working Scaffolding Sharing (TWSS) model implementaton in Departement of Biology UM. This quantitative descriptive study used learning outcomes (professional and pedagogical competencies), attitudes, and group activity of biology pre-service teacher as determinant factors of the TWSS model effectiveness. The instrument to collect the data for those parameters were product assessment and observation sheet. Universitas Negeri Malang assessment guideline was utilized to determine the pre-service teachers’ competencies; meanwhile, the percentage calculation was employed as the data analysis procedure to proceed the data. The results informed: 1) the mean values of learning outcomes for professional and pedagogical competencies were 94 and 74, respectively; 2) 92% of students showed individual responsibility in completing their tasks (in which 46% was categorized as ‘excellent’ and the other 46% was considered as ‘good’); 3) 85% of students performed excellent attitude in their group work. Therefore, the implementation of TWSS model is effective to improve natural science competencies for biology pre-service teacher.

Pembelajaran Daring Struktur Aljabar dan Analisis Real Pada Masa Pandemi

2020 ◽  
Vol 3 (2) ◽  
pp. 403-409
Author(s):  
Soraya Djamilah ◽  
Ahmad Lazwardi
Keyword(s):  
Online Learning ◽  
Learning Outcomes ◽  
Algebraic Structure ◽  
Mathematics Curriculum ◽  
Student Response ◽  
Real Analysis ◽  
Education Students ◽  
Main Instrument ◽  
Short Time ◽  
Pre Service Teacher

Abstrak: Struktur aljabar dan analisis real saling melengkapi dalam konstruksi tubuh matematika. Seorang calon guru harus menguasai dua cabang matematika ini khususnya pada bahasan yang berkaitan langsung dengan kurikulum matematika sekolah. Pandemi memaksa banyak pihak untuk beradaptasi dengan pembelajaran daring dalam waktu cepat. Padahal banyak mahasiswa belum terbiasa dengan pembelajaran daring. Penelitian ini bertujuan untuk mendeskripsikan aplikasi dan metode, respon mahasiswa, serta hasil belajar pada pembelajaran daring mata kuliah struktur aljabar dan analisis real. Penelitian ini merupakan penelitian kualitatif. Subjek dalam penelitian ini adalah mahasiswa Pendidikan Matematika yang mengikuti pembelajaran daring pada masa pandemi. Instrumen utama dalam penelitian adalah peneliti, sedangkan instrumen pendukung adalah angket respon mahasiswa dan soal ujian. Hasil penelitian menunjukkan bahwa terdapat beberapa aplikasi dan metode yang digunakan dalam pembelajaran daring. Aplikasi yang digunakan ialah whatsapp, google classroom, zoom, dan youtube. Metode yang digunakan ialah penyampaian materi dalam bentuk tulisan dan video, diskusi, serta latihan soal. Mahasiswa lebih menyukai pembelajaran dengan aplikasi google classroom dan penyampaian materi dalam bentuk video. Hasil belajar mahasiswa baik. Abstract: Algebraic structure and real analysis complement each other in the construction of the mathematics. A pre-service teacher must master these two branches of mathematics, especially in discussions that are directly related to the school mathematics curriculum. Pandemic forced many parties to adapt to online learning in a short time. Even though many students are not familiar with online learning. This study aims at describing the applications and methods, student responses, and learning outcomes in online learning of algebraic structure and real analysis courses. This study is a qualitative research. The subjects were Mathematics Education students who took part in online learning during the pandemic. The main instrument was the researcher, while the supporting instruments were the student response questionnaire and exam questions. The results showed that there were several applications and methods used in online learning. The applications used are whatsapp, google classroom, zoom, and youtube. The methods used is the delivery of material in the form of writing and video, discussion, and exercises. Students prefer learning with the google classroom application and delivering material in the form of video. Student learning outcomes are good.

scholarly journals Professional Agency for Learning as a Key for Developing Teachers’ Competencies?

2021 ◽  
Vol 11 (7) ◽  
pp. 324
Author(s):  
Auli Toom ◽  
Kirsi Pyhältö ◽  
Janne Pietarinen ◽  
Tiina Soini
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Professional Competencies ◽  
Intentional Learning ◽  
Teacher Competencies ◽  
Teaching Standards ◽  
The Relationship ◽  
Pre Service Teacher

Teacher’s professional competencies have been discussed extensively in the literature, often linked to educational policy discourses, teaching standards, student learning outcomes, or the intended outcomes of teacher education. Extensive, but fragmented and loosely theoretically or empirically based lists of teacher competencies are provided without much clarification of how, when, and why teachers learn and identify the competencies they need. Teacher competencies and how they are related to the core of their work as thinking practice have been discussed extensively by a range of stakeholders. However, what is actually needed in order to attain such competencies has been less studied. This paper contributes to the gap in the literature on active and intentional learning of teacher competencies by elaborating the relationship between teacher competencies and professional agency for learning. Through this, our aim in this article is to provide a better understanding of the topic, both theoretically and empirically. Drawing on earlier research, we have elaborated on the relationships between a teacher’s professional competencies and agency for learning among pre- and in-service teachers. We also aim to answer the question: what characteristics of teacher education lead to student teachers becoming competent and agentic? Why should we focus on those features during pre-service teacher education and as part of a teacher’s career?

scholarly journals Pre-service teacher research: a way to future-proof teachers?

2021 ◽  
pp. 1-21
Author(s):  
Lidewij Van Katwijk ◽  
Ellen Jansen ◽  
Klaas Van Veen
Keyword(s):  
Teacher Research ◽  
Pre Service Teacher

A Proposal to Establish Standardized Learning Outcomes for Resonance Across Graduate Programs in Speech-Language Pathology

2014 ◽  
Vol 24 (1) ◽  
pp. 21-26
Author(s):  
Helen M. Sharp ◽  
Mary O'Gara
Keyword(s):  
Learning Outcomes ◽  
Training Programs ◽  
Graduate Training ◽  
Graduate Programs ◽  
Core Knowledge ◽  
Speech Language Pathology ◽  
Entry Level ◽  
The Public ◽  
Language Pathology ◽  
Graduate Training Programs

The Council for Clinical Certification in Audiology and Speech-Language Pathology (CCFC) sets accreditation standards and these standards list broad domains of knowledge with specific coverage of “the appropriate etiologies, characteristics, anatomical/physiological, acoustic, psychological, developmental, and linguistic and cultural correlates” and assessment, intervention, and methods of prevention for each domain” (CCFC, 2013, “Standard IV-C”). One domain in the 2014 standards is “voice and resonance.” Studies of graduate training programs suggest that fewer programs require coursework in cleft palate, the course in which resonance was traditionally taught. The purpose of this paper is to propose a standardized learning outcomes specific to resonance that would achieve the minimum knowledge required for all entry-level professionals in speech-language pathology. Graduate programs and faculty should retain flexibility and creativity in how these learning outcomes are achieved. Shared learning objectives across programs would serve programs, faculty, students, accreditation site visitors, and the public in assuring that a consistent, minimum core knowledge is achieved across graduate training programs. Proficiency in the management of individuals with resonance disorders would require additional knowledge and skills.

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